지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This study aims to investigate the present conditions of Korean listening education through the voices of Korean language teachers. A survey on listening education was carried out with 100 teachers from 32 universities in Seoul and Gyeonggi Province. This survey, which consists of a total of 29 items asked about teaching methods and the perspective and needs of teachers for such methods.
The results of this survey showed that most Korean listening classes were held in 4 hours per week (74%), and many teachers (53%) perceived that part of listening class should be expanded taking the importance of listening functions in communication into account. However, teachers who rated the utility of the existing listening classes positively formed only 40%, and those who expected the satisfaction of learners for listening classes from the perspective of teachers would be high formed no more than 31%.
For interaction between learners during listening classes, most of the teachers perceived that interaction between learners was necessary for a post-listening stage, and indeed, interaction between learners was carried out mainly in a post-listening stage (62.1%). For the percentage of teaching time by stage of listening class, however, while in most cases (85%) time spent for post-listening stage was 10 to 20 minutes, cases where time spent for listening was more 20 minutes accounted for 79%. To sum it up, aspects discrepant from an educational goal, improvement of communication skills, seem to account for not a little portion in the field of Korean listening education. It was also shown that teaching before, during, and after listening was not balanced, indicating recognition of this problem and discussion for improvements are necessary.
The results of this survey showed that most Korean listening classes were held in 4 hours per week (74%), and many teachers (53%) perceived that part of listening class should be expanded taking the importance of listening functions in communication into account. However, teachers who rated the utility of the existing listening classes positively formed only 40%, and those who expected the satisfaction of learners for listening classes from the perspective of teachers would be high formed no more than 31%.
For interaction between learners during listening classes, most of the teachers perceived that interaction between learners was necessary for a post-listening stage, and indeed, interaction between learners was carried out mainly in a post-listening stage (62.1%). For the percentage of teaching time by stage of listening class, however, while in most cases (85%) time spent for post-listening stage was 10 to 20 minutes, cases where time spent for listening was more 20 minutes accounted for 79%. To sum it up, aspects discrepant from an educational goal, improvement of communication skills, seem to account for not a little portion in the field of Korean listening education. It was also shown that teaching before, during, and after listening was not balanced, indicating recognition of this problem and discussion for improvements are necessary.
목차
1. 서론
2. 연구 방법
3. 조사 대상 분석
4. 듣기 교육에 대한 설문 결과 분석
5. 듣기 교육의 현재와 개선 방향 모색
6. 결론
참고문헌
<부록> 듣기 교육에 대한 교사의 인식 및 요구 조사 설문지
참고문헌 (33)
참고문헌 신청
1. [학술지(정기간행물)] - 강승혜 / 2005 / 학습자 요인 측면에서 본 한국어 학습자 분석 - 학습자 상담 사례 분석을 중심으로 - / 이중언어학 (27) : 1 ~ 20
2. [학술지(정기간행물)] - 강승혜 / 2011 / 한국어 교사, 학습자 관련 한국어 교육 연구 동향 분석 / 이중언어학 (47) : 687 ~ 712
3. [단행본] - 강현화 / 2009 / 한국어 이해 교육론 / 형설출판사
4. [학술지(정기간행물)] - 곽상흔 / 1994 / TASK 개념을 기초로 한 듣기 말하기 수업 연계 방안-INTERMEDIATE LEVEL을 대상으로 / 한국어교육 (5) : 199 ~ 214
5. [학술지(정기간행물)] - 권미정 / 1994 / 언어 숙달도를 위한 듣기 교육-기초 단계를 중심으로 / 한국어교육 (5) : 175 ~ 197
2. [학술지(정기간행물)] - 강승혜 / 2011 / 한국어 교사, 학습자 관련 한국어 교육 연구 동향 분석 / 이중언어학 (47) : 687 ~ 712
3. [단행본] - 강현화 / 2009 / 한국어 이해 교육론 / 형설출판사
4. [학술지(정기간행물)] - 곽상흔 / 1994 / TASK 개념을 기초로 한 듣기 말하기 수업 연계 방안-INTERMEDIATE LEVEL을 대상으로 / 한국어교육 (5) : 199 ~ 214
5. [학술지(정기간행물)] - 권미정 / 1994 / 언어 숙달도를 위한 듣기 교육-기초 단계를 중심으로 / 한국어교육 (5) : 175 ~ 197
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UCI(KEPA) : I410-ECN-0101-2013-810-003261386